My Learning Window

"Watch, Learn, Reflect!"

Name: Class: VI Section:

Dear Students,
As part of your independent learning, you are assigned a self-study
chapter - AIR AROUND US, supported by an educational video. This activity
will help you understand key concepts visually and learn at your own pace.

🎥 What You Scan the QR code for the video and watch it
carefully.
While watching the video, observe important
Need to Do: terms, diagrams and examples.
After watching, fill the worksheet based on your
understanding. (Attempt all section)

Watch the video in a quiet place with full

📌 Guidelines: attention. You may pause and rewind it to

understand it better.
Use headphones, if needed, for better clarity.
Try to understand and answer honestly.

Develops self-learning ability

Improves concept understanding through
Expected visuals
Outcome: Encourages responsibility and time
management
Makes learning fun and flexible!

NOTE: Paste the sheet in your N.B.

Self-reflection sheet

Fill in the Blanks or Tick the correct

option:
1.The process of separating grain from
husk using wind is called ________. True or False:
(a) threshing (b) winnowing
2. The layer of air surrounding the Earth is 1. Air is a coloured gas that we can see.
called ________. _____________
(a) biosphere (b) atmosphere 2. Wind helps in the rotation of
3. ________ is used by green plants to make pinwheel blades. ______________
food. 3. Water contains dissolved oxygen that
is used by aquatic animals . __________
(a) Carbon dioxide (b) Nitrogen
4. The air in soil can be seen as bubbles
4.When water is heated, dissolved air
when water is poured into it.
comes out in the form of ________. ____________
(a) steam (b) bubbles 5. All gases in the atmosphere support
5.The gas that neither supports burning burning. _______________
nor burns itself is ________.
(a) Oxygen (b) Nitrogen

Observation based Questions:

What happens when a pinwheel is held in moving air?
____________________________________________________________________________________
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Reasoning based Questions:
Why does’nt water enter an upside-down glass when it is placed in water?
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Application based Questions:
Why do mountaineers and deep-sea divers carry oxygen cylinders?
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Prediction based Questions:

What will happen to aquatic animals if all the dissolved oxygen is removed from
water?
________________________________________________________________________________________
______________________________________________________________________________________
Analysis based Questions:
Explain how plants and animals work together to maintain the balance of oxygen
and carbon dioxide in nature.
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________________________________________________________________________________________
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Name __________________
Class - VI Sec _______ “The Science of
Separating Stuff!”
Dear Student,
Ever wondered how we separate mixtures in daily life—like removing tea
leaves from tea or stones from pulses? In this activity, you’ll explore
common separation techniques and understand which method works best
for different mixtures. Let’s experiment, observe and think like young
scientists!

Learning outcomes

Identify suitable separation methods for different mixtures

Understand the purpose of each method in real-life situations
Apply reasoning and observation skills in science

Instructions:
Choose the correct method of separation for each mixture from the options
given below and write it in the table. Answer the questions that follow.

Handpicking Sieving Filtration Decantation

Magnetic separation Evaporation Sedimentation

Mixture Separation Method (Write here)

1. Tea leaves in tea

2. Salt in water

3. Sand and water

4. Iron filings and sand

5. Pulses with small stones

6. Flour mixed with husk

7. Muddy water
 Answer the following questions:

1. Can any mixture be separated using more than one separation

method? Give an example and explain.
________________________________________________________________
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2. Why is it important to separate unwanted substances from food or

water?
________________________________________________________________
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3. What happens if we consume muddy or unfiltered water?

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 Student's Name ______________________ Class VI _______

Think like
Think like aa Scientist
Scientist
Everything around has some science to it. Exploring the world of science and relating it to things around us
is what we envision to instil in the young brains. Here is an experiment-based activity for you to enjoy
during this Summer Break.
Aim: To know how much salt will dissolve in water
Requirement:
3 transparent drinking glasses, spoon, salt, water
Procedure:
• Take 3 transparent glasses. Name them as A, B & C respectively.
th th
• Pour water into them as shown in the picture i.e. 1/4 water in glass A, 1/2 water in glass B, 3/4 water in
the glass C.
• Add half spoon of salt in each glass and stir.
• Observe to see if the salt dissolves.
• Now predict which glass will reach to its saturation point irst.___________
• Then add a spoonful of salt to each glass, stir and observe again.
• Keep doing this until the salt stops dissolving in each of the glasses.
• Write your results in the table given below.

Amount of water How many spoons of salt were dissolved?

in glasses
A
th
(1/4 )

B
(1/2)

C
(3/4th)

Answer the following questions:

Q1. In which glass did the salt dissolve the least?
Ans: ________________________________________________________________________________________________________________
Q2. In which glass did the salt dissolve the most?
Ans: ____________________________________________________________________________________________
Q3. How does the amount of water affect the amount of salt that dissolves?
Ans: __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Learning Outcomes:
Understand the concept of saturation by experimenting with different amounts of
water and salt and observe the ability of a liquid to dissolve a substance
Develop skills like observation, prediction, recording, analysis, and scientific reasoning.
 Sorting Materials Into Groups Student Name: Class - VI

PROPERTY PARADE - SORTING THE PROPERTIES

We know that an object has multiple properties. Let us divein further through this activity.
Record what you know about the object mentioned below under the different property headers.
Transparent/ Solid/ Soluble/ Miscible/ Lustrous/ Magnetic/
Name of Rough/ Hard/ Float/ Sink
Translucent/ Liquid/ Insoluble Immiscible Non- Non-
the object Smooth Soft (in water)
Opaque Gas (in water) (in water) Lustrous magnetic

Steel
1
Bottle

Plastic
2
Scale

3 Air

Mustard
4
Oil

5 Leaf

A piece
6
of wood

7 Sugar

8 Sponge

Note:-Kindly put N/A or (-) if the properties are not applicable for any of the objects given.
Learning Outcomes:
• Identify and classify materials based on their physical properties.
• Skills Developed: Observation, comparison, scienti ic classi ication, reasoning etc